To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

This exploratory study utilized a positive deviance theoretical framework to unveil the challenges faced by students preparing for college, as well as the strategies used to address these challenges and develop college readiness. To accomplish this, twelve interviews were conducted with seven recent high school graduates and five school staff members. Results revealed challenges tied to limited knowledge, family context, community distractions, and access to academic resources. Additionally, students leveraged numerous strategies, including focusing on school, self-regulating their learning, and developing support systems. School staff emphasized the importance of establishing high expectations and rigorous, consistent curriculum for students, sharing college knowledge, and increasing family involvement. These findings have significant implications for practice, revealing specific strategies that students can be explicitly taught (e.g., learning and self-regulatory strategies) and approaches that can be taken by school staff to support students' college readiness efforts (e.g., strengthening the existing curriculum and developing support systems for students and their families).

The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.